本研究从海外用户方的需求出发，探讨当前汉语国际推广背景下国际汉语教师需具备的胜任力及基于胜任力的师资培养模式。在汉语国际推广实践案例分析的基础上，采用观察、访谈、胜任特征模型建构、问卷调查、心理测量等方法，质性研究与量化研究相结合，典型案例与普遍研究相结合，对国际汉语教师的胜任力进行了一系列实证研究。一、首次从胜任力建模的角度，对国际汉语教师的素质体系进行了研究。参考相关教师标准及外语教学标准，通过对用户方的面试遴选的考察，结合汉语国际推广实践中的案例分析，建构国际汉语教师胜任力模型样本。建构的胜任力模型包括专业知识、教学素质、跨文化素质、心理素质四类22项胜任特征。其中专业知识与教学技能是基本胜任力，跨文化素质和心理素质是差异胜任力，是在职业行为中区分优秀教师与普通教师的绩效指标。在教学技能上，与传统对外汉语教师相比，国际汉语教师需要具备的具有职业特色的胜任力是学生进度差异处理的能力和教材编写能力。二、以北京汉语国际推广中心承担的“国际汉语教育硕士培养”课题为研究内容，对基于胜任力的国际汉语教师培养模式进行了阶段性研究。论证了该模式下主题式的课程设置、贯连式的能力训练、体验式的培养方式、任务式的学习过程较之以往的对外汉语教学专业的研究生培养，具有创新性。以文化课为例，探索了如何通过协作学习实现基本胜任力和差异胜任力的培养；以“面向汉语国际推广的研究生信息技术”课程为例，探索了传统研究生课程如何实现革新的途径和方式。三、采用工作分析法，收集国际汉语教师日常工作的情况，对国际汉语教师的日常工作和职业要求进行了初步整理。本研究对于国际汉语教师的胜任力标准制定、培养及专业发展提供了实证研究的依据，也有着重要的应用价值。

The purpose of this dissertation is to explore the competency of teachers promoting Chinese overseas and the training model based on the competency requirements of users overseas. From the point of Chinese promotion internationally, the following can be concluded using methods such as interviews, competency model construction, questionnaire surveys, mental measurements, qualitative and quantitative research, case analysis and general study.From the view of user interview analysis, standards of foreign language teaching and the professional standards of foreign language teachers, four kinds of competencies are found in the model regarding teachers promoting Chinese overseas. The basic competencies are professional knowledge and teaching quality. The distinguished competencies are inter-cultural and psychological qualities totaling twenty two competency traits. The competencies of dealing with different advanced students as well as the compilation and integration of teaching materials is the distinguishing occupational feature of teaching Chinese overseas.The paper also researches a task “Training on Master of Education of Teaching Chinese overseas” carried out by the Beijing Centre for The Promotion of Chinese overseas. This competency-based training model brings forth new ideas on subject course design, connected ability drills, experienced training ways and task-based learning into the master student’s traditional practices training. Taking the Culture Course as an example, the study proves this training model achieves both basic and distinguished competencies through collaborative learning. In another example, the Information Technology Course, this study explores an innovative way to make the traditional course adapt to Chinese promoting overseas. The job analysis of teachers who promote Chinese overseas is included in this study by collecting information from these teacher’s daily work activities.